Response-Set Size and Paired-Associate Learning

1981 ◽  
Vol 48 (1) ◽  
pp. 172-174 ◽  
Author(s):  
May F. D'Amato ◽  
Vicki Rubenstein
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Paired Associate ◽  
Free Recall Test ◽  
Reversal Performance ◽  
Associate Learning ◽  
Set Size ◽  
Unmixed List ◽  
Response Set ◽  
Middle Letter

4 groups of 15 students each learned a single unmixed list of 13 pairs for five anticipation trials followed by a free-recall test. The lists contained pairs of nonsense syllables that rhymed, changed middle letter, reversed the letter order, or were unrelated. All lists involving rules were superior to the list of unrelated pairs. In order of increasing effectiveness the rules were rhyming, middle-letter change, letter reversal. Performance was inversely related to response-set size. The more restrictive rules resulted in increased free recall of the pairs. Results supported the hypothesis that rules are beneficial to the extent that they reduce response-set size.

Role of Rules in Paired-Associate Learning

1979 ◽  
Vol 44 (2) ◽  
pp. 648-650 ◽  
Author(s):  
May F. D'amato ◽  
Mark Diamond
Keyword(s):  
Free Recall ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Unmixed List ◽  
Middle Letter

14 students in each of four groups learned a single unmixed list of 19 CVC pairs for 12 anticipation trials followed by a free recall of the pairs. In three of the four lists a single rule applied to all of the pairs. The rule was that the words in each pair changed first letter (rhymed), changed middle letter, or changed last letter. A fourth list contained only pairs of unrelated words. Mean number of correct anticipations per trial showed rhyming and end-change rules to be equally beneficial, although not as effective as the middle-change rule. Free recall of the pairs showed no differences among lists. Results were interpreted as supporting the hypothesis that rules facilitate retrieval by restricting the number of responses to be considered for each stimulus.

Effect of Response Set on a Test of Unlearning

1973 ◽  
Vol 33 (2) ◽  
pp. 439-445 ◽  
Author(s):  
Michael L. Epstein
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Free Recall Test ◽  
Paired Associates ◽  
Loss Of Response ◽  
Transfer Paradigm ◽  
Response Set

Relearning of only the responses of a list of paired-associates followed acquisition of a second list in order to determine whether the “unlearning” of the first list associations in an A-B, A-D transfer paradigm was due chiefly to a change in response set. A modified free recall test indicated that response relearning did not facilitate recall when performance was scored stringently, but improved recall significantly when leniently scored. This finding is inconsistent with recent evidence that first-list forgetting results from a loss of response set.

Effects of Non-Anticipation and Anticipation Procedures upon Paired-Associate Learning in Unmixed and Mixed List Designs

1964 ◽  
Vol 15 (3) ◽  
pp. 795-801 ◽  
Author(s):  
James H. Reynolds
Keyword(s):  
Paired Associate ◽  
Mixed List ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Unmixed List ◽  
Anticipation Method

Two experiments compared verbal PA learning by the standard anticipation technique with learning by a non-anticipation method in which immediate confirmation O- correct responding was eliminated. Most previous investigations have found that learning by the latter procedure is superior to learning by the usual anticipation method. In Exp. I, which employed an unmixed list design, no differences in learning were obtained between the two methods at either of two levels of list difficulty. However, Exp. II, using the same materials in a mixed list design, showed superior learning of items presented by the non-anticipation method regardless of the difficulty of the list. The conflicting results of the two experiments suggest that evidence for superior verbal PA learning by the non-anticipation method may depend, at least in part, upon the list design employed.

EXPRESS: On the Pervasive Effect of Word Frequency in Metamemory

2021 ◽  
pp. 174702182110533
Author(s):  
Pedro Simão Mendes ◽  
Monika Undorf
Keyword(s):  
Free Recall ◽  
Word Frequency ◽  
Recall Test ◽  
Memory Performance ◽  
Judgments Of Learning ◽  
Free Recall Test ◽  
Test Results ◽  
Font Size ◽  
Performance Judgments

Predictions of one’s future memory performance – judgments of learning (JOLs) – are based on the cues that learners regard as diagnostic of memory performance. One of these cues is word frequency or how often words are experienced in the language. It is not clear, however, whether word frequency would affect JOLs when other cues are also available. The current study aims to close this gap by testing whether objective and subjective word frequency affect JOLs in the presence of font size as an additional cue. Across three experiments, participants studied words that varied in word frequency (Experiment 1: high and low objective frequency; Experiment 2: a whole continuum from high to low objective frequency; Experiment 3: high and low subjective and objective frequency) and were presented in a large (48pt) or a small (18pt) font size, made JOLs, and completed a free recall test. Results showed that people based their JOLs on both word frequency and font size. We conclude that word frequency is an important cue that affects metamemory even in multiple-cue situations.

Spacing Effects on Implicit Picture Memory

1998 ◽  
Vol 86 (2) ◽  
pp. 396-398
Author(s):  
Norihiko Kitao
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Perceptual Identification ◽  
Free Recall Test ◽  
Perceptual Cues ◽  
Test Analysis ◽  
Picture Memory ◽  
Spacing Effects ◽  
Short Period ◽  
Identification Test

25 undergraduates studied the stimulus pictures of common objects successively presented as spaced or massed repetitions, or one at a time. Immediately after a study period, they were given a free-recall test followed by a perceptual identification test. Analysis indicated that spacing effects were observed on the free-recall test but not in perceptual identification. On the later test, each stimulus picture was exposed for a short period and subjects were more likely to use perceptual cues than on first the test. Thus, the spacing effects on memory may be eliminated at test as there is no benefit of conceptual cues.

Effects of Modality of Presentation on Delayed Recognition

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1203-1210 ◽  
Author(s):  
Randall W. Engle ◽  
Elizabeth D. Durban
Keyword(s):  
Free Recall ◽  
Recognition Test ◽  
Recall Test ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Free Recall Test ◽  
Modality Effects ◽  
Delayed Recognition

Auditorily and visually presented lists were either tested or not tested immediately after input and were later tested on a delayed recognition test. For those lists given the immediate free-recall test, auditory presentation was superior on this immediate test. On the delayed recognition test the tested lists led to higher performance than non-tested lists. For tested lists auditory presentation led to superior recognition for the terminal serial positions, while for non-tested lists visual presentation led to higher performance on the last few positions. The fact that modality of presentation had opposite effects on delayed recognition of the lists was discussed in terms of current models of modality effects.

scholarly journals Studying texts in a second language: The importance of test type

2017 ◽  
Vol 21 (5) ◽  
pp. 1062-1074 ◽  
Author(s):  
HELEEN VANDER BEKEN ◽  
MARC BRYSBAERT
Keyword(s):  
Second Language ◽  
Free Recall ◽  
Recognition Test ◽  
Recall Test ◽  
Expository Texts ◽  
Free Recall Test ◽  
Information Encoding ◽  
Dominant Language ◽  
Lower Performance ◽  
L1 And L2

Little is known about the extent to which information encoding and retrieval differ between materials studied in first and second language (L1 and L2). In this study we compared memory for short, expository texts in L1 and L2, tested with a free recall test and a true/false judgement test. Our results show that students performed at the same level on the recognition test in both languages but not on the free recall test, with much lower performance in L2 than in L1, defined here as the dominant language. The L2 recall cost suggests that students’ performance may be underestimated if they are exclusively tested with essay-type exams in L2.

Sign in / Sign up

Export Citation Format

Share Document